ERIC Number: EJ1203900
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
Reliability and Validity of the Preschool Science Observation Measure
Vitiello, Virginia E.; Whittaker, Jessica V.; Mulcahy, Christina; Kinzie, Mable B.; Helferstay, Laura
Early Education and Development, v30 n2 p196-215 2019
Research Findings: Although interest in preschool science is growing, there are few observational measures of science teaching capable of advancing research or supporting professional growth among teachers. To address this gap, the current article presents the development and validation of the Preschool Science Observation Measure (PSOM), which assesses science teaching quality and the content of instruction for structured science lessons in preschool. Within the context of a randomized field trial of a science curriculum, 115 teachers submitted videos of science lessons and 1,003 children ages 4 and 5 years old were assessed on their science skills in the fall and spring. Results indicated adequate range and reliability of PSOM scores. PSOM scores showed moderate positive associations with an observation of teacher-child interactions. Limited positive associations with children's science outcomes indicated some evidence of predictive validity. Descriptive results from control classrooms indicated wide variability in the content and quality of science teaching in typical preschool classrooms. Practice or Policy: Results support further development and use of the PSOM to evaluate science teaching quality and highlight the need for more research on science in preschool classrooms.
Descriptors: Test Reliability, Test Validity, Preschool Children, Science Instruction, Preschool Education, Measures (Individuals), Observation, Teacher Effectiveness, Teacher Student Relationship, Preschool Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A